1. Differentiating Content Through Student Choice and Control

2. Review: Recall these basic dimensions of differentiation presented in our class meeting introducing differentiated instruction. ContentProcessProduct According to Students’ ReadinessInterest Learning Profile Differentiating This is where we start!

3. Review: Constantly refer to this model and the next slide (Framework for Differentiated Instruction) to orient yourself to where we are in the overall journey. ContentProcessProduct According to Students’ ReadinessInterest Learning Profile Differentiating This is where we start!

4. 4 Framework for Differentiated Instruction Curricular Design Models Understanding by Design Universal Design Learning Cycles Dimensions of Differentiation 1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline) 2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances 3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment 1)Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky 2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging 3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles Context Multidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks Classroom Culture Content & Pedagogy Students’ Funds of Knowledge ★ You are here

5. Review: Recall this map of the strategies we will focus on. Mapping Differentiated Instruction Open Assignments Parallel Assignments Inquiry Based InstructionChoice Boards Problem Based LearningTiered Lessons Constructivism Centers/stations Conceptual Understanding Flexible Grouping Higher Level Thinking Contracts (& Compacting) Based on student readiness, interests, learning styles Pre-assessment Interest inventories Multiple Intelligences Learning Preferences

6. There are many ways to Differentiating Content. This week we will focus on theoretical background (readings) & strategies that employ student choice/control (starred below). Mapping Differentiated Instruction Open Assignments Parallel Assignments Inquiry Based Instruction ★ Choice Boards/Menus/RAFTs Problem Based LearningTiered Lessons Constructivism Centers/stations Conceptual Understanding Flexible Grouping Higher Level Thinking Contracts (& Compacting) Based on student readiness, interests, learning styles Pre-assessment Interest inventories Multiple Intelligences Learning Preferences

7. Example 1 – Differentiating Content Learning Menu Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Diner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

8. RoleAudienceFormatTopic  writer  artist  character  scientist  adventurer  inventor  juror  judge  historian  reporter  rebel  therapist  journalist  self  peer group  government  parents  fictional character  committee  jury  judge  activists  animals or objects  journal  editorial  brochure/booklet  interview  video  song lyric  cartoon  game  primary document  critique  biographical sketch  newspaper article  issue relevant to the text or time period  topic of personal interest or concern for the role or audience  topic related to an essential question RAFT (Role, Audience, Format, Topic) Example 2 – Differentiating Content RAFT – Each Student Chooses a Role, Audience, Format, Topic

9. 1. Comic Strip – Create a comic strip using at least 7 of your spelling words 2. ABC Order – Write your spelling list in ABC order 3. Learning Aid- Choose five spelling words you think are the most difficult. Make a learning aid to help you learn the spellings. 4. Word Connect – Use graph paper to make at least 15 of your words connect. 5. Alliterative Sentences – Write five alliterative sentences with your spelling words. 6. Picture – Create a picture using your spelling words. You must include 15 of your spelling words and the picture must be colored. 7. Stair Step Spelling – Complete Stair Spelling with 15 of your most difficult spelling words. Example: C CA CAT 8. Story – Write a story using 15 of your spelling words. Underline the spelling words in your story 9. ZYX Order – Put your spelling words in backwards ABC order. Example 3 – Differentiating Content Tic-Tac-Toe / Bingo

10. Learning Contract To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___ Example 4 – Differentiating Content Learning Contracts

11. Learning Contract To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___ Example 5 – Differentiating Content Learning Contracts

12. Work your way through the remainder of this Online Learning Cycle to learn more about Differentiating Content Through Choice & to apply what you learn to your own teaching.